UW-Platteville SoE Lesson Planning Template

Name: Kaela ShipleyLesson Title: EGGsellent WordsGrade level(s)/Course:KindergartenDate taught:Thursday, March 21st, 2013

GENERAL CONTEXT

Textbook or Instructional Program referenced to guide your instruction (if any)Title:EGGsellent WordsPublisher:www.pinterest.comDate of Publication:2013

District, school or cooperating teacher requirement or expectations that might influence your planning or delivery of instruction.This lesson will be familiar to students, in terms of content. The students already work at daily centers with activities centered around creating words from onsets and rimes.Amount of time devoted each day or week in your classroom to the content or topic of your instruction.The literacy center topic involving onsets and rimes and creating words is practiced nearly every day of the week. Children engage in literacy centers for 40 minutes a day. However, my specific activity, EGGsellent Words, has never been taught before.Describe how ability grouping or tracking (if any) affects your planning and teaching of this content.Ability grouping will come in to play, as students are grouped by reading level. Whether I am instructing a low or high ability group, I will offer assistance related to sounding out letter sounds and whole words.List any other special features of your school or classroom that will affect the teaching of this lesson.I will use a center table, as well as my prepared materials to teach the lesson. No other classroom features are necessary.

INFORMATION ABOUT STUDENTS AND THEIR LEARNING NEEDS

Total students____22_____ Males_____14_____ Females____8______Students with Special

Needs: CategoryNumber of Students

Accommodations and/or pertinent IEP Objectives

Students with IEPs 2 - Students require speech therapy. Will work on speaking clearly and using correct letter pronunciation.

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UW-Platteville SoE Lesson Planning Template

- One student requires occupational/physical therapy. If needed, teacher will assist him in grasping eggs and twisting them.

English Language Learners

0

Gifted 0

504 0

Students with autism or other special needs

0

Students with Behavioral Disorders

0

INFORMATION ABOUT THE LESSON

Content Strand – found within the Wisconsin Academic Content Standards or Wisconsin Model Early Learning Standards

Reading Foundational Skills: literacy, onsets, rimes, writingEnduring Understanding and/or Essential QuestionThe lesson encompasses students understanding of letter sounds, words, morphemes, and word formation. Students will apply blending skills of onsets and rimes through an activity involving a plastic egg literacy center.GLE(s) or EOC and Symbolic Notation

CCSS.ELA-Literacy.RF.K.2a  Recognize and produce rhyming words.

CCSS.ELA-Literacy.RF.K.2b  Count, pronounce, blend, and segment syllables in spoken words.

CCSS.ELA-Literacy.RF.K.2c  Blend and segment onsets and rimes of single-syllable spoken words.

CCSS.ELA-Literacy.RF.K.2e Add or

DOK

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UW-Platteville SoE Lesson Planning Template

substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

CCSS.ELA-Literacy.RF.K.3c Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).CCSS.ELA-Literacy.RF.K.3d Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

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Outcome(s)After taking part in the EGGsellent Words activity, the students will be able to verbalize and record at least 10 words without spelling or pronunciation errors.Academic Language related to the lesson

Content Specific terms: onset, rime.

Target words: cot, hot, pot, rot, spot, trot, tot, peep, beep, jeep, sleep, sheep, tap, rap, cap, lap, trap, flap, brake, rake, cake, bake, flake, shake, take, fake, stick, flick, tick, pick, kick.

Prior Learning/Prior Thinking

Students will have prior experience with this type of literacy activity, as they have all completed a similar activity involving combining onsets and rimes to create words.

Students will be asked to gather on the carpet and listen to the literacy center instructions. I will then explain the EGGsellent Words activity, followed by dismissing the students to their centers.Pre-assessment that may be used = I will take mental notes of students attitudes to determine if special attention will be needed to keep a particular student on task.

Time: 2 minutes

Activity Description: I will begin the lesson by explaining my literacy center. I will explain my choice of activity is related to the upcoming Easter holiday. After explaining the activity, students will be released to their centers to complete their tasks.

Materials needed: 1 Easter basket with grass, 6 plastic eggs with onsets and rimes written on them, 23 EGGsellent Words recording worksheets, 23 pencils.

LESSON IMPLEMENTATIONAnticipatory Set/Elicit Prior Knowledge

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UW-Platteville SoE Lesson Planning Template

To assess student’s prior knowledge, I will ask them if they know how to blend words. I will use the example of the SMART board activities used daily that require students to blend onsets and rimes to make words. I will explain that this is what we will be doing with the eggs-blending onset and rime sounds to make words.

I hope that getting the students excited about the activity will be easy. The students have all shown interest in Easter activities, which influence my decision to use this lesson design. Therefore, showing the students the basket full of eggs will excite them and get them prepared to complete the lesson.

Focus/Purpose StatementThe purpose of this activity is to help students understand onset, rime, blending, and word creation relationships. In other words, students will understand that one rime can be combined with different onsets to created multiple different words.

ProceduresActivity = EGGsellent Words

Time: 12-15 minutes

Activity Description:

1. Introduce activity to students.2. Explain that students will each get a recording worksheet. They will take one egg out

of the basket at a time. They will twist the egg to create words, and sound them out using letter sounds/decoding skills. They will then record their words on the worksheet, and verbalize their word to the teacher.

3. Important Side-Notes: The students, if need be, may need to take the eggs apart and put them back together to make a word, rather than twist them.

Materials needed: 1 Easter basket with grass, 6 plastic eggs with onsets and rimes written on them, 23 EGGsellent Words recording worksheets, 23 pencils.

DifferentiationI will differentiate the lesson to reach all of my students by addressing different learning styles. The lesson has visual and kinesthetic components, as students are looking at colorful objects and words, as well as twisting the eggs and recording them on the worksheet.ClosureI will ask students questions related to the activity. The question asked is:Question # 1 – What is this word?/Can you tell me what this word is? (x’s 10, depending on number of students in a group.)Desired Student Response – Correctly verbalize at least ten words on word recording sheet.

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UW-Platteville SoE Lesson Planning Template

Materials and Resources

Materials needed: 1 Easter basket with grass, 6 plastic eggs with onsets and rimes written on them, 23 EGGsellent Words recording worksheets, 23 pencils.

Classroom Management/Democratic PracticesClassroom management techniques – should students behavior become out of line, I will give a verbal warning outlining my expectations. If student behavior continues to be a problem, I will pull cards. If card pulling resorts to a red card (last warning), I will work collaboratively with the teacher to decide the next method of behavior management.

ASSESSMENT

Before the lessonGathering information about student knowledge

Students will be asked to gather on the carpet and listen to the literacy center instructions. I will then explain the EGGsellent Words activity, followed by dismissing the students to their centers.Pre-assessment that may be used = I will take mental notes of students attitudes to determine if special attention will be needed to keep a particular student on task.

During the lesson

How will you know if your students understand the lesson while you are teaching? Throughout the lesson, I will gauge student understanding through calling on different students to verbalize their words they have written down. If the students correctly say at least 10 words, the objective has been met.How will you provide feedback during the lesson that helps the student understand what s/he did well and helps the student improve his/her work or understanding? I will be walking around during work time to help students correctly pronounce onset and rime combinations, if need be.

How will you judge differing depths of student understanding?Informal Formative AssessmentInformal assessment will be taking place during observing the students working within their groups.

Formal Formative AssessmentThe formal assessment for the lesson will be detailed in the expectations of the worksheet. That is, students will be expected to record their created words on the EGGsellent Words activity.

At the end of the lessonHow will you know if your students understood the lesson?

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UW-Platteville SoE Lesson Planning Template

After watching the students complete their work during the center time, I will assess whether students retained and understood the lesson based on their completion of at least ten words on the worksheet.

How will assessments provide evidence of student learning relative to the objectives for the lesson?Student focus is clearly stated during activity explanation. Therefore, through observations and completion of the center task (at least ten words verbalized/recorded correctly), I will know that students reached their objective.

How will you differentiate assessments for students having difficulty demonstrating their learning as well as those needing more challenge?Because of the difference in challenge levels of the words on the eggs, a struggling student will be advised to use an easier egg to make words. Students requiring more challenge will be directed to focus their attention on eggs with more advanced words.

Formative Assessment: EGGsellent Words worksheet will be filled out during the activity.

Summative Assessment: There is no summative assessment (i.e. test) associated with this activity.

Assessment Rubric

LESSON PLANNING CHECKLIST

Does the plan logically lay out what you will say and do?

Did you include specific questions you will ask to invite, guide, and develop students’ thinking throughout the lesson?

What strategies will you use?

Have you included how you will set expectations for student behavior before and during the lesson (picking up materials; collaborative work time; listening behaviors, moving from one place to the next, etc.)?

If students work in groups, have you included how you will group them and why that approach is appropriate to their learning needs?

Have you specified how you will ensure students understand the academic language needed to succeed during this lesson?

What content-specific vocabulary will you introduce and how will you introduce it?

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UW-Platteville SoE Lesson Planning Template

Do you plan for guided work so that students must use the ideas/skills they learn?

Do you plan for students to independently work with or apply the ideas/skills?

Do you include how you will differentiate for the varying needs of diverse students (gifted/remedial; ELL; social/emotional)?

How will you collect evidence of students’ thinking and learning (formative assessments) during the lesson?

REFLECTION

If you have not had a conference at the completion of your lesson, or if your instructor asks for this, send a REFLECTION to your practicum supervisor.

In your reflection address each of the following.1. Focus on student thinking and learning.2. What was working? What was not working? For whom? Why?3. Use specific examples of students’ work, actions or quotes to support your claims.4. What missed opportunities for student learning are you aware of that happened?5. If you could do it over, what might you have done to take advantage of missed

opportunities to improve the learning of students with diverse needs?6. In your own classroom what would you teach next to build on this lesson?

Link your ideas to your methods class content and readings, using appropriate and accurate quotes from text or theorists as you analyze and evaluate your work.

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